Behavioral Regulation Among STEM Teachers: An Investigation of Changes in Teacher Efficacy Over Teaching Experience and Its Mediating Effect on Intrinsic Motivation and Teacher Efficacy

• In Event: Equitable Change in Science Education

Abstract

STEM related pedagogical strategies often requires the use of constructivist approaches, which require higher levels of behavioral regulation during instruction according to literature.
Existing literature has yet to show evidence regarding the latent profiles of behavioral regulation, particularly among STEM teachers. This study therefore provides empirical evidence from Latent Profile Analysis (LPA) by categorizing STEM teachers into three different behavioral regulation profiles. Sequential analyses show the changes of teacher efficacy based on years of teaching experience for STEM subjects using segmented regression analysis. Finally, results of a structural equation modeling analysis confirmed the mediating effect of years of teaching experience for the relationship between intrinsic motivation and teacher efficacy. Implications on the findings are provided in the proposal.

Authors

• Cathy Ka Weng Hoi, University of Saint Joseph

• Stefanie A. Wind, University of Alabama